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Course Criteria
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3.00 Credits
3 hours; 3 credits Seminar on special topics related to public finance. Prerequisites: ECO 3310 or 3100 and ECO 3200.
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3.00 Credits
2 terms; 6 credits This sequence enables students with superior academic achievement to work individually with a professor on a major research project. This project encompasses two consecutive terms and is in the student's major field. There are no formal classes. Students should apply to the department to determine if they are eligible for honors work and, if accepted into the program, should enroll for the first honors course in the lower senior semester. The degree "with honors" willbe conferred upon acceptance of the honors project by the College Honors Committee. Prerequisites: Permission of the Honors Committee of the department and senior status.
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3.00 Credits
3 hours; 3 credits This course will feature those early childhood educational activities that parents can develop at home to provide forms of intellectual and language stimulation in a relaxed atmosphere of supportive nurturance and love. A course for parents or those preparing for parenthood.
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3.00 Credits
3 hours; 3 credits A course designed to facilitate home-school relationships for parents and teachers. Utilizes dual perspectives of teachers and parents of children in elementary schools for developmental analysis of and insights into the school as an institution; the problems and attitudes that affect relation - ships, roles, communications, and collaborative patterns are examined.
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3.00 Credits
3 hours; 3 credits This course parallels EDU 1009, Parent Education for the Elementary Years. It is a course designed to prepare the student for the task of parenting teenagers. This course examines factors that are central to a teenager's life: high school and his/her physical, intellectual, social, and emotional development. Areas of potential conflict are examined with the goal of developing strategies for dealing with each.
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3.00 Credits
3 hours; 3 credits Explores the challenges of teaching in urban settings and the skills, knowledge, understandings, and attitudes necessary for successful teaching within the cultural, social, and economic milieus of urban life.
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3.00 Credits
3 hours; 3 credits This course will examine all aspects of the teaching and learning processes: learning theory from a behaviorist, cognitivist, psychodynamic, and humanistic point of view; the practical applications of theory and research, with particular regard to motivation, management, and teaching objectives; measurement and evaluation and the concept of intelligence and the controversies surrounding it; group dynamics; language acquisition and bilingualism and their impact on the learning processes; current theory and research on the role of culture, gender, and race; and the use of computers and videodiscs in the classroom. Prerequisite: Sophomore status or departmental permission.
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3.00 Credits
3 hours; 3 credits Considers selected ideas underlying current practice in American education. Emphasis will be placed on the foundations that have shaped modern American education.
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3.00 Credits
3 hours; 3 credits This course presents literacy (reading, writing, listening, and speaking) development and instruction within a whole language philosophy. The interaction between the nature of the reader, the nature of the material read, and the instruc - tional methodology is examined. This includes teaching literacy to children who may be learning English as a second language and who may be learning disabled. The value of multicultural children's literature in relation to literacy instruction is also emphasized. Thirty hours of field work are required. Pre- or corequisites: EDU 3001, ENG 3040, and departmental permission.
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9.00 Credits
9 hours; 0 (9 equated) credits ENG 0132 is for non-native speakers of English who have not passed the CUNY/ACT Writing Skills Test (ACT). It is designed to develop fluency and effectiveness in writing at the short-essay level, to promote significant acquisition of vocabulary and idiom, and to provide further instruction and practice in grammar. The course also focuses on critical reading, emphasizing fiction and nonfiction prose works, including historical, social, and psychological content areas. Response to these readings forms the basis of essays, especially those utilizing comparison and contrast, analysis and eval - uation, exposition, and some argumentation. Speaking activities will focus on correctness, accuracy, and selfmonitoring in public presentations. The course is designed to extend and enhance students' writing ability to help them pass the ACT and to prepare them for the department's Writing I course, ENG 2100. Prerequisite (for entering or transfer students): A score of 6 SL on the CUNY ACT.
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